Learning-centred translucence

Prestigiacomo, Rita; Hadgraft, Roger; Hunter, Jane; Locker, Lori; Knight, Simon; Hoven, Elise van den; Martínez-Maldonado, Roberto

doi:10.1145/3375462.3375475

Cited by 13 publications

(8 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This subsection presents reflections externalized by teachers during the post hoc interviews. Questions asked were organized according to the three principles underpinning “translucent design” as introduced earlier (Prestigiacomo et al, 2020), namely, visibility , awareness , and accountability .…”

Section: Analysis and Resultsmentioning

confidence: 99%

“…This means that the coordinator of the unit/learning designer, and the main teacher who ran the classes, became partners in the inquiry process. A set of interviews and validation sessions were conducted with them, structured using the Learning Analytics Translucence Elicitation Protocol (Martinez‐Maldonado et al, 2020; Prestigiacomo et al, 2020). This is an elicitation process that includes five steps to design for effective use of learning analytics systems: (1) Identifying s takeholders ; (2) Identifying relationships of influence and power (among them); (3) Documenting the teacher's inquiry (eliciting the hypotheses that educators can test with evidence); (4) Defining the translucent system characteristics (the types of information that different people may require, interaction features and access rules); and (5) Designing for orchestration (translating information requirements into strategies before/during/after class).…”

Section: Study Materials and Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Where is the teacher? Digital analytics for classroom proxemics

Martínez-Maldonado

Schulte

Echeverria

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

The term Classroom Proxemics refers to how teachers and students use classroom space, and the impact of this and the spatial design on learning and teaching. This study addresses the divide between, on the one hand, substantial work on proxemics based on classroom observations and, on the other hand, emerging work to design automated feedback that helps teachers identify salient patterns in their use of the classroom space. This study documents how digital analytics were designed in service of a senior teacher's practice‐based inquiry into classroom proxemics. Indoor positioning data from four teachers were analysed, visualized and used as evidence to compare three distinct learning designs enacted in a physics classroom. This study demonstrates how teachers can make effective use of such visualizations, to gain insight into their classroom practice. This is evidenced by (a) documenting teachers' reflections on visualizations of positioning data, both their own and that of peers and (b) identifying the types of indicator (operationalized as analytical metrics) that foreground the most useful information for teachers to gain insight into their practice.

show abstract

Section: Analysis and Resultsmentioning

confidence: 99%

Section: Study Materials and Methodsmentioning

confidence: 99%

Where is the teacher? Digital analytics for classroom proxemics

Martínez-Maldonado

Schulte

Echeverria

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…This paper builds on previous LA work that adopted human-centred design approaches to investigate stakeholders' needs (Chen & Zhu, 2019;Holstein et al, 2019;Prieto et al, 2019;Wise & Jung, 2019). Most relevant, Prestigiacomo et al (2020) investigated what data and why data is critical in the professional development of pre-service teachers. They concluded that a participatory approach could be valuable for generating better insights into how pre-service teachers discuss their knowledge of data and what it means to use it in the context of professional practice.…”

Section: Human-centred Approach To Lamentioning

confidence: 99%

Data in practice: A participatory approach to understanding pre-service teachers’ perspectives

Prestigiacomo

Hunter

Knight

et al. 2020

AJET

Self Cite

View full text Add to dashboard Cite

Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers’ perspectives on, and expectations for, data as evidence is required. It is critical to understand how teachers’ actions align with emerging learning analytics technologies, including the practices of pre-service teachers who are developing their perspectives on data use in classroom in their initial teacher education programme. This may lead to an integration gap in which technology and data literacy align poorly with expectations of the role of data and enabling technologies. This paper describes two participatory workshops that provide examples of the value of human-centred approaches to understand teachers’ perspectives on, and expectations for, data as evidence. These workshops focus on the design of pre-service teachers enrolled in teacher education programmes (N = 21) at two Australian universities. The approach points to the significance of (a) pre-service teachers’ intentions to track their students’ dispositions to learning and their ability to learn effectively, (b) the materiality of learning analytics as an enabling technology and (c) the alignment of learning analytics with learning design, including the human-centred, ethical and inclusive use of educational data in the teaching practice. Implications for practice or policy: Pre-service teachers ought to be given opportunities to engage and understand more about learning design, learning analytics and the use of data in classrooms. Professional experience placements for pre-service teachers should include participatory data sessions or learning design workshops. Teacher education academics in universities must be provided with ongoing professional development to support their preparation work of pre-service teachers’ data literacy, learning analytics and the increasing presence of data.

show abstract

“…The information presented by learning analytics (LA) tools can provide insights and create possibilities for guided actions to promote better end results. However, simply presenting information does not always help teachers to obtain a deeper understanding of the learning situation and subsequently make pedagogical decisions [8]. Rather, careful consideration must be paid to which type of information to present [9], when specifically aiming to influence future teacher decisions.…”

Section: Introductionmentioning

confidence: 99%

An Actionable Orchestration Dashboard to Enhance Collaboration in the Classroom

Amarasinghe

Hernández‐Leo

Michos

et al. 2020

IEEE Trans. Learning Technol.

View full text Add to dashboard Cite

The orchestration of collaborative learning activities in technology-enhanced classrooms has become a non-trivial endeavour for educators. Depending on the behaviours and needs of students that emerge in real educational situations, educators may need to orchestrate activity adaptations on the fly. These adaptations may range from the provision of additional caffolding b he ed ca o (e.g. he ed ca o pa icipa ion in a group discussion) to a change in the planned pedagogical scenario (e.g. the duration). This study aims to contribute to the orchestration of technology-mediated collaborative learning sessions in a classroom context. We present the design, implementation, and evaluation of a teacher-facing dashboard that supports teachers in orchestrating scripted collaboration. Evaluation studies were conducted in 16 classroom sessions. The findings indicate that teachers found the information on the dashboard to be actionable and help facilitate just in time support to student groups.

show abstract

Learning-centred translucence

Cited by 13 publications

References 27 publications

Where is the teacher? Digital analytics for classroom proxemics

Where is the teacher? Digital analytics for classroom proxemics

Data in practice: A participatory approach to understanding pre-service teachers’ perspectives

An Actionable Orchestration Dashboard to Enhance Collaboration in the Classroom

Contact Info

Product

Resources

About